Anthropology 377 (3) - Field Techniques in
Archaeology - advice on registration - The course is currently restricted
to students who have taken an anthropology course, preferably Anthropology 101
or 205. Non-anthropology students will be added to a wait-list and may be
admitted to the course as space permits. The hours listed for the course only
refer to time in classroom lectures and not time spent in the field or in the
Laboratory of Anthropology. The schedule for the non-classroom time will vary
but will be not less than 15 hours per week. Means.

Art
(ART)

Art 121 (3) - Freshman Seminar:
Black and White: The foundations of drawing (Drawing I) - topical description
-
What makes a really great drawing? And how do we begin to learn the art of
drawing? In this seminar, we focus on two aspects of great drawings. The first
is an understanding and development of the basic, foundational skills of drawing
and observation. These skills are accessible to anyone willing to observe
closely and to practice the techniques of drawing. Using line, volume, value,
space and texture, we explore the representation of three-dimensional space on a
two-dimensional surface and also the expressive potential of the marks
themselves. Drawing in the studio and outside in the landscape, students become
adept at using graphite, charcoal, and ink. The second aspect of great drawings
is more elusive but arguably more important. How do we understand the drawn
image? Together we examine, analyze, and discuss the graphic works of a number
of artists, contemporary and traditional, such as Vincent Van Gogh, Willem DeKooning, Andrew Wyeth, Larry Rivers. and Richard Diebenkorn. What is the
artist trying to say? How does the content and process by which the drawing was
produced convey the intent of the artist? By the end of the term, students will
have learned the language of drawing and will have practiced the skills of both
the eye and the hand. (GE4a) Beavers.

Art 180 (3) - Freshman Seminar: The
Silk Road: Connecting East and West - topical description - As American as apple
pie or fireworks on the Fourth of July? Think again. Much that we hold to be
typically Western, in fact has its origins in Asia. Fireworks originated in
China, and apples are believed to have come from the Caucasus. At the heart of
this course is the Silk Road, a European term for the network of trade routes
that brought silk, among other commodities such gunpowder, paper, porcelain and
pasta, from Asia to the West, beginning more than 2,000 years ago. The
Silk Road was always about a lot more than silk, however. This seminar will explore
the various ways that the Silk Road, by camel caravan across central Asia and,
later, by sailing ship using new maritime routes, facilitated exchanges of
commodities and technologies, arts and ideas between China and the rest of the
world for over two thousand years. We have been used to thinking of Asia in
terms of its Westernization in the course of the last century. Examining new
material, and some familiar material from new points of view, introduces a
shift—from the Eurocentric perspective that underlies the worldview of most
Americans—to a more global perspective on the world. Whatever your point of
departure—whether an interest in economics and commerce, music or art, the
worlds of ancient Rome or pre-modern Europe, the Middle East and Central Asia,
or Buddhism and India, or China and, ultimately, Japan—this is a course that
should pique your interest and broaden your horizons.(GE4a) O'Mara.

Art 270 (3) ­ Introduction to the Artist's Book - newly scheduled course -
A creative exploration of the tradition of the handmade artist's book. Students
learn to make several styles of binding, including accordion books, pop‑ups,
pamphlets, and Japanese bindings. They develop some skill in letterpress
printing and work with sequential design, creative writing, and simple
printmaking and photo transfer techniques to create original handmade books.
Some readings, discussions, and slide lectures introduce students to the
ingenious and varied history of the artist's book. Besides constructing
imaginative individual book art projects, students create one collaborative
project. (HU, GE4a) Ryan.

Art 380A (3) and University Scholars 202 (3) -
Science in Art: Technical Examination of 17th-Century Dutch Paintings -
topical description - No prerequisites. Permission of the instructor required.
The two courses are corequisites of each other. This six-credit,
study-abroad experience develops students' fundamental understanding of certain
physical, chemical, biological, and geological concepts and utilizes that
vocabulary and knowledge to discuss 17th-century Dutch Art. The first half of
the course involving the scientific and technical background takes place in
Lexington; the second half, involving the art history, politics, religion,
economics, etc., meets at the Center for European Studies (CES) Universiteit
Maastricht and includes trips to museums, cathedrals, and other sites in
Amsterdam, The Hague, Delft, Haarlem, and Rotterdam. The emphasis is on key
aspects of optics, light, and chemical bonding needed to understand how a
painting "works" and how art conservators analyze paintings in terms of
conservation and authenticity using various scientific techniques (radiography,
microscopy, spectroscopy, chromatography, etc.). When possible, the course
develops modern notions of science with those of the 17th century in order to
see how science influenced art. Students are graded, in the first half, on three
or four tests; in the second half two research projects involving one paper and
two Powerpoint presentations are the basis for grades. Though the working
language at CES Maastricht is English, students learn key phrases in Dutch and
practice the manners and customs of The Netherlands. (GE4a and GE5c) Uffelman.

Art 380B (3) - Art History Seminar: Arts of Africa - topical description - This
seminar surveys the arts of African cultures, predominantly from the western and
central regions of the continent, from past and present. We look at
architecture, sculpture, painting, textiles, ceramics, metals, and body arts,
with a specific focus on the relationship between art and ritual. Taking a
thematic approach, we examine varying aspects of African religion, politics, and
culture, including: personal adornment, art and leadership, shrines and altars,
masquerades, rites of passage, cycles and circles, tradition and today’s global
culture. Other issues discussed include the terminology that has surrounded the
study of African art, and the display of African objects in the museum context.
(GE4a) Morse.

Biology (BIOL)

Biology 230 (4) - Field
Biogeography and Species Conservation - newly scheduled course - Prerequisites: Biology 111 and 113 or permission of
the instructor. Corequisite: English 294. Students should register only for these two
courses during spring term. This course emphasizes the patterns of diversity
encountered during visits to different regional plant communities where we use
professional floristic works to identify vascular plants. In addition,
evolutionary and ecological explanations for patterns of distribution and
extinction, and the lessons these teach for conservation, are explored. (GE5a) Knox. Spring

Biology 231 (6) - Field Entomology -
Prerequisite: Biology 111/113. Insects are the most diverse of living
organisms, and they have the lifestyle to prove it. We focus on the behavior,
ecology, and physiology of insects and spiders through original research
projects and field trips. We also examine current threats to biodiversity of
this group of organisms. No other course may be taken concurrently. No more than
five credits may be counted toward the major in biology. Laboratory course.
Kraus

Biology 397 (3) - Topics in Neuroendocrinology -
topical description - Students may not also take Neuroscience 395. Prerequisites: Biology 220, junior standing and permission
of the instructor. The study of the interaction between the nervous system and
the endocrine system, with special reference to regulation and communication in
the mammal. This term's topic begins with some of the classical papers that are
the foundations of this field. We then focus on current research in the
neuroendocrinology of pregnancy, parturition, lactation, and maternal behavior.
Gibber

Business Administration (BUS)

Business
Administration 195A (3) - Art in Business -
topical description - This course is an investigation of the
multiple roles that art and design play in the business world, covering all key
areas of marketing communications. Among topics studied are the art and design
elements of the logo; branding, packaging, and advertising; and the retail
arena. Attention is focused on monetary allocations for the various methods of
design and advertising; selected case studies; and aesthetic and psychological
issues, past and present. MacDonald

Business Administration 195B (3) - Puzzles and Critical Thought - topical
description - No prerequisite. Limited to freshmen. Although listed
as a Business course, the course material is decidedly non-disciplinary.
Students consider a series of puzzles, ranging from brain teasers to enigmatic
real-world situations, in an effort to learn basic principles of critical
thought. How do great critical thinkers solve problems? Can we become better
critical thinkers by simply applying techniques used by those great critical
thinkers? Put simply, we focus not on thinking outside the box but rather on
making the box bigger. Hoover

Business Administration 302 (3) - Seminar in Finance: Financial Derivatives -
topical description - Prerequisites: Business Administration 221;
Interdepartmental 202 (or equivalent);
and Mathematics 101 (or equivalent). This class provides students with an
introduction to financial derivatives. Financial derivatives are assets which
derive their value from other assets. Options, futures, and swaps are examples
of derivatives. The class outlines the characteristics of these instruments and
their application to risk management. Schwartz

Business Administration 304 (3) -
Business, Government, and Society -
topical description - This
course explores the relationship between the corporation and its environment. A
firm operates within and interacts with the social, technological, political,
legal, economic, and physical environments. We explore and examine critically
the role of the firm with respect to these surroundings from a historical and
contemporary perspective. This course introduces students to the issues that
have challenged and continue to challenge corporations as a result of their
interaction with their surroundings.
Reiter.

Chemistry (CHEM)

Chemistry 175 (3) - Developing Outreach
Activities for Local Schools
- newly scheduled course -
Prerequisite: Chemistry 100, Chemistry 106, or Chemistry 111. This spring
term service‑learning course teaches the development of hands‑on laboratory
activities to fulfill physical science goals required by the Science Standards
of Learning for Virginia's Public Schools. Students create instructional science
experiments for chosen age levels to explore, and implement activities with
school children in Lexington City and Rockbridge County School classrooms.
Students visit at least two different classrooms. Primarily a laboratory course.
LaRiviere.

Chemistry 295 (1) - Special Topics: Metabolic
Diseases.- topical description - Prerequisite: Chemistry 341 or
Biology 215. Seminar course. Each student chooses a metabolic disease to
research and present to the class in a PowerPoint presentation. The presentation
and subsequent paper must include an extensive explanation of the problem, its
physiological consequences, how the two are related (genetics, if known), and
treatments (if available). The final grade is determined by the quality of the
presentation and the paper, as well as by class attendance. Alty.

Chinese (CHIN)

Chinese 100 (6) - Supervised Study Abroad:
Beginning Chinese- newly scheduled course -
Prerequisite: Permission of the department and
approval of the International Education Committee. This course is
designed to introduce Chinese language and culture to students with little or no
previous Chinese language background and prepare them for studying first-year
Chinese. Combining language study with studies of other aspects of Chinese
culture (literature, art, history, economy, etc.) provides students with
first‑hand experience of the development of contemporary China. Classes and
discussions are held at the International College of Chinese Studies at East
China Normal University in Shanghai. The program includes field trips to points
of historical interests and many cultural activities. Students learn through
personal experience about the emergence of modern China and its changing
culture. Fu.

Chinese 101 (3) - Exploring Chinese Language
and Culture- newly scheduled course - This course is an
introduction to Chinese language and culture. Students learn elementary oral and
written Chinese and also about the evolution of the Chinese language. Slides,
media presentations and film clips are used to demonstrate the impact the
language has had on the culture and their interactions in contemporary Chinese
society. This course is not a prerequisite for Chinese 111, nor does it allow a
student to move to a language course numbered higher than Chinese 111 without
permission of the instructor. Lin.

Chinese 115 (6) - Supervised Study Abroad:
First‑Year Chinese - newly scheduled course -
Prerequisite: Chinese 112, permission of the
department, and approval of the International Education Committee.
This course is designed to improve active oral proficiency in Chinese, to
introduce various aspects of Chinese culture, and to prepare students for
studying second‑year Chinese. Classes and discussions are held at the
International College of Chinese Studies at East China Normal University in
Shanghai. Students have opportunities to mingle with ordinary Chinese people, to
engage in everyday conversation, and to have first‑hand experience of the
development of contemporary China. The program includes field trips to points of
historical interests and many cultural activities. Fu.

Chinese 265 (6) - Supervised Study Abroad:
Second‑Year Chinese - newly scheduled course -
Prerequisite: Chinese 261 or 262, permission of
the department, and approval of the International Education Committee.
This course is designed to further improve student oral proficiency in
Chinese, to introduce various aspects of Chinese culture, and to prepare
students for or studying third‑year Chinese. Classes and discussions are held at
the International College of Chinese Studies at East China Normal University in
Shanghai. Students discuss and debate with Chinese students about emerging
social, economic, and policy issues. The program includes field trips to points
of historical interests and many cultural activities. Fu.

Classics 204 (Literature in Translation 204) (3)
- Freshman Seminar: Augustan Rome - topical description - Through
readings and discussion, we examine the Roman world during the lifetime of
Octavian, known to us as the emperor Augustus (63 B.C.-14 A.D.). This period was
pivotal in the shaping of what became the Roman Empire, and, consequently, in
the shaping of Western Europe. The great innovations and achievements of the
Augustan period have left an indelible mark on every aspect of subsequent
western life, including literature, art, architecture, legal institutions,
religions, philosophy, political propaganda, etc. We approach our study of this
period by reading a selection of historical sources, including Plutarch and
Suetonius, then a representative selection of the most influential poetry of the
period, including Virgil’s Aeneid and Ovid’s Metamorphoses, and
finally, by surveying art, architecture, and religious practice. We always draw
on and connect evidence of various kinds in order to illustrate the use of an
interdisciplinary approach in studying an ancient society. Where possible, we
concentrate on ancient sources, since our aim will not be so much to learn what
modern authors have said in summarizing this period, as much as to use the
ancient evidence to resurrect its complexity. (GE3) Carlisle

Classics 295 (3) - Topics in Classics: Athens in Crisis,
431‑404 BC - topical description - In this course, we consider the
literature of the late 5th century Athens in as full a perspective as possible,
and in particular, we explore the mutual commentary on one another by the rich
rhetorical, philosophical, and dramatic literature of the period. Not only do we
read Sophocles and Euripides, but we see them lampooned by Aristophanes and hear
them quoted by Socrates. Not only do we read Thucydides on Alcibiades, but we
see him stumbling into a party with Socrates and hear him abused in a speech
written by the orator Lysias against his son. Thus, various pieces of this
period are brought together in the effort to give the fullest picture of
literature and life in late 5th century Athens. (GE3) Tracy

Computer Science (CSCI)

Computer Science 250 (3) - Introduction to
Robotics - newly scheduled course -Prerequisite:
Computer Science 111 or 121 or permission of instructor. This course
combines readings from the contemporary robotics literature with hands‑on lab
experience building robots with the popular Lego Mindstorms toolkit (provided).
The lab experience culminates with a peer‑judged competition of robot projects
proposed and built during the second half of the course. (GE5c) Levy. Offered when interest is expressed and
departmental resources permit.

Dance 292 (2) - Applied Ballet
- newly scheduled course -
Prerequisite: Permission of the instructor.
This studio course is devoted to the practice of classical ballet technique and
to the exploration of classical and contemporary ballet in performance. The
course culminates in a performance presentation. This course may be repeated for
degree credit with permission. Staff. Fall,
Winter, Spring

East Asian Languages and Literatures (EALL)

East Asian Studies (EAS)

Economics (ECON)

Economics 296A (3) - Economics of the Middle
East - topical description -
Prerequisites: Economics 101, 102 and sophomore standing. This course is the
study of several topics related to the economies of Middle Eastern countries.
Topics include but are not limited to the economic history of the region,
economic growth, the oil industry and OPEC (The Organization of the Petroleum
Exporting Countries), Dutch disease, population and globalization. With focus on
selected countries, the tools of economic analysis are applied to provide
insight into the problems of the region. Students write a research paper on a
topic and a country of their choice related to the course theme. Ghandi

Economics 296B (3)
- Economics of the
European Union - topical
description -Prerequisites:
Economics 101 and 102. The objective of this course is to apply the knowledge
obtained in core economics courses to the real world issues regarding European
Union (EU). Topics include a brief overview of the EU, Monetary Union and
European Central Bank, Labor Market, Unemployment and Growth effects: single
country vs. union, Enlargement and potential candidates. Discussions will be
guided by related articles from sources such as Wall Street Journal and
Economist. Selcuk

Economics 297A (3) - The Economics of Race and
Ethnicity - topical description - Prerequisite:
Economics 101. The purpose of this seminar is to
enhance understanding of the link between race and ethnicity, and economic
outcomes. Seminar participants will explore a number of topics through assigned
reading and classroom discussion. Topics to be examined include; what are race
and ethnicity, economic theories of the discrimination, social-psychological
insight about stereotyping, legacy impacts on social-economic status,
affirmative action, wealth disparities between racial/ethnic groups, the role of
communities in shaping economic and social well-being, concepts of identity, the
connection between skin shade and economic outcomes, the contribution of
assimilation and English language proficiency to the economic outcomes of
immigrant Latino workers, the racial/ethnic composition of schools and academic
achievement. The course will foster the development and use of critical
thinking, effective writing, and oral presentation skills. Student evaluation
will be based on classroom participation, an examination of concepts discussed,
and a paper project. Goldsmith.

Economics 297C (3) - Political Economics - topical
description - Prerequisites: Economics 101 and 102. An introduction to the economic approach to politics,
covering a wide range of topics, including the median voter hypothesis, Arrow's
impossibility theorem, "logrolling," the theory of bureaucracy, the separation
of powers and the scope of judicial discretion, civil liberties and
constitutional constraints, economic theories of dictatorship, and war and
peace. Smythe

Economics 396 (3) - Health Economics for
Developing Countries - topical description - Prerequisite:
Economics 203. A survey of the major issues
of health economics, with a focus on the experiences of developing countries.
Health structure of low-income countries and primary causes for their limited
health performance. Health goals and policy alternatives. An examination of the
role of econometrics in the evaluation of health programs is a major part of the
course, including review of instrumental variables and matching methods.
Selected case studies. Blunch.

Economics 397 (3)
- Central Banking- topical description - Prerequisites.
Economics 360 and permission of the instructor. This seminar explores the
theory, institutions, and history of central banks. It is a reading- and
research-intensive course designed to give the student a deep knowledge of
theoretical and current issues facing central banks. Readings include classic
theoretical studies of central banks by economists such as Bagehot and Friedman
and Schwartz, as well as modern studies such as Leijonhufvud, Goodhart, and
Eichengreen. Each student chooses additional readings from the area of theory,
history, institutions, or people related to central banking. Grades are
determined by participation, two exams, and a research project. The project
involves individually chosen readings, a paper, and a presentation/discussion
for the class. Hooks.

Education (EDUC)

Engineering (ENGN)

English (ENGL)

English 180 (3) - Freshman Seminar: Laughing at Love:
Shakespeare's Comedies - topical description - Shakespeare’s romantic
comedies of love, sex, and marriage capture the folly, despair, and promise of
young love and provide a much-needed counterpoint to the bleak depiction of
doomed relationships in his great tragedies. No other dramatic comedies ever
written provide quite the stimulating combination of so much to laugh about and
so much to think about. In the seminar, we study six plays: The Taming of the
Shrew, A Midsummer Night’s Dream, As You Like It, Twelfth Night, The Merchant of
Venice, and The Tempest. Each week, we do an intensive examination of
one play including close reading of the text, comparisons to other plays or
sources, and (with the help of The Bedford Companion to Shakespeare)
additional reading about romance, politics, family life, and the status of women
in the Elizabethan period. Although Shakespeare’s play reward intensive study on
the page, we always keep in mind that these plays were intended for the stage.
The seminar includes a visit to the Blackfriars Playhouse in Staunton for a
performance of A Midsummer Night’s Dream, and doing our own scene
studies. Written work includes an active electronic discussion on Blackboard, a
single one-page paper to share with the class, one short paper, and one longer
final paper. (GE3) Dobin.

English 233 (3) - Film An
introductory study of film - topical description - This course introduces
the history, theory, and terminology of film via a focus on the genre of
Romantic Comedy. The films fall into three groupings: first, several 1930s
screwball comedies including Bringing Up Baby, The Awful Truth,
His Girl Friday, and It Happened One Night; second, a series of 1980s
and '90s films involving operas, such as Moonstruck, Pretty Woman,
La Traviata, and Baz Luhrmann's Moulin Rouge and La Boheme;
and, third, some films illustrating issues surrounding remakes and adaptations,
such as The Shop Around the Corner, You've Got Mail, and one or
two from the spate of recent Jane Austen adaptations. (GE3) Adams.

English 262 (3) - Life's Not a
Beach: Caribbean and Caribbean-American Perspectives in Prose - topical
description - In this course we read works of 20th-Century Caribbean and
Caribbean-American literature by writers such as Opal Palmer Adisa, Jamaica
Kincaid, Paule Marshall, Samuel Selvon, Edwidge Danticat, Junot Diaz, and VS
Naipaul. We also view two films which develop central themes of the literature.
Class discussions focus on the production of racial, religious, and linguistic
identity associated with colonization, enslavement, and immigration and explore
depictions of race, religion, ethnicity, class, gender, and sexuality. Other
topics of interest include: (1) contemporary representations of the Caribbean as
a tourist destination, and (2) what you bring to class as a participant. This
class includes two formal and several informal writing assignments, a midterm,
and a final exam. (GE3) Solomon.

English 294 (3) - Topics in
Environmental Literature - topical description - Corequisite: Biology 230.
Students should register only for these two courses during spring term. This course focuses on three
environmental writers from the 19th, 20th, and 21st centuries. First, we read
Charles Darwin's The Voyage of the Beagle, his 1845 account of the
five-year circumnavigation of the planet that took him to the Galapagos Islands
and initiated his thinking about species and speciation. Second, we read Aldo
Leopold's A Sand County Almanac, a fundamental text in environmental
ethics and conservation biology. Third, we read a selection of essays and short
stories by Barry Lopez, Vintage Lopez, which will coincide with Mr.
Lopez's visit to campus. (GE3) Warren.

English 299 (3) - Seminar for
Prospective Majors: The Damned: Hell from Virgil to Milton - topical
description - Epic poetry always includes a descent to the underworld, that
eerie place inhabited by the dead where the only respite from suffering is won
by telling living visitors personal stories of tragedy, crime, and loss. For the
living, this underworld, or hell, becomes a fearful site of revelation; it
unveils the experience of death and it also foretells some part of the future.
This course explores the changing conception of hell as it is imagined in
Virgil's Aeneid, Dante's Inferno, and Milton's Paradise Lost.
Though the classical, medieval, and Puritan understandings of hell differ
markedly from one another, a rich basis of comparison is possible through the
study of how hell is represented within epic literary form. Among other topics,
we study the role of the underworld within epic narrative structure; the meaning
of suffering, eternity, and punishment within Classical and Christian cultures;
and the function of hell—as confine or trap, as a space where justice is served,
as a site for remembering the past, or as last haunt of the exiled, banished,
and forgotten.(GE3) Gertz.

English 354 (3) -
Contemporary British and American Drama - revised description - This
course examines both the masterpieces and undiscovered gems of English language
theater from Samuel Beckett to the present. The course investigates contemporary
movements away from naturalism and realism towards the fantastical, surreal, and
spectacular. Student presentations, film screenings, and brief performance
exercises supplement literary analysis of the plays, though no prior drama
experience is presumed. (HL, GE3) Pickett.

English 380A (3) - Advanced
Seminar: Environmental Rhetoric - topical description - Open to non-majors
and underclass students. Fulfills the humanities requirement for the Program in
Environmental Studies. A study of strategies of persuasion used in selected
environmental debates, and the problem of conflicting world views within which
these strategies make sense. Students read and watch several classic works of
environmental rhetoric, including Al Gore's An Inconvenient Truth, Rachel
Carson's Silent Spring, Aldo Leopold's A Sand County Almanac, the
film Erin Brockovich, and Terry Tempest Williams' Refuge, plus
some essays, news reports, web sites, and government documents, studying how
these works attempt to persuade and how successful they have been. They also
write short analytical papers and work on a big project that advances a
particular agenda of their own choosing. The goal of the course is to prepare
students for the writing they may do later in life regarding the environment
both at work and in their personal lives. We consider language as a lens through
which we see the natural and human world, and what we can do as a result to
clarify our own perceptions and to influence others to create the kind of
community, nation, and world we want this to be. (GE3) Smout.

English 380B (3) - Advanced
Seminar: Romancing the Archive: Research Quests and Scholar-Adventurers -
topical description - May be used for either American or later British
distribution for majors. To be a literary scholar has been a deadly
assignment for a fictional character since George Eliot's Casaubon wasted his
life in futile research, blighting the existence of Dorothea Brooke, and failing
to produce A Key to All Mythologies. In the mainstream realist tradition,
too close an acquaintance with mouldering books, indices, monographs,
bibliographies, slips of paper, and footnotes denotes inflexibility, lack of
imagination, petty-mindedness, infirmity, and impotence. Romancers depict
antiquarians and researchers rather more favorably, but even Walter Scott rarely
lingers on the archival frame he creates to surround his historical adventures.
Spies, detectives, and the fugitives in romances of pursuit can pause to examine
collections of papers only so long as more exciting and violent activities
follow without delay. Oddly enough, a scholarly habit of mind and an aptitude
for interpreting texts has become an attractive trait of fictional characters in
contemporary fiction. This seminar investigates the traits of the fictional
scholar-adventurer and studies the quests for Truth that drive romances of the
archive. (GE3) Keen.

English 380C (3) - Advanced
Seminar: Fantasies of Untamed Nature - topical description - We explore
how untamed nature is related to the "civilized" world by imaginative writers
from the Anglo-Saxons to early Renaissance writers and, then, by writers of the
last 25 years. In medieval literature (folk epic, ballad, romance, travel
literature, and Reynard the Fox satire), wild nature becomes a place of testing,
a mirror of an individual's madness and a culture's mindless violence, a threat
to safety, a haunt of unrestrained desire, and the trysting place for lovers.
(All Anglo-Saxon and Middle English works are read in translation, as, of
course, are French, Arabic, and Jewish works.) Recent writers (A. S. Byatt,
Kingsley Amis, Alice Thomas Ellis) resurrect medieval stories of dragons,
trolls, faerie kings, and the Green Man to represent what wild nature really is,
as opposed to what romantics and New Agers make of it: transient, parasitic, and
violent, but also a refuge for humans who are suffering the loss of those they
love. (GE3) Craun.

English 380D (3) - Advanced
Seminar: Writing the Memoir - topical description - Prerequisite:
Instructor's permission required; contact Dr. Deborah Miranda at
mirandad@wlu.edu. Flannery O'Connor
once said that any writer who could survive childhood had enough material to
write about for a lifetime. Memoir is a mosaic form, utilizing bits and pieces
from autobiography, fiction, essay and poetry in ways that allow the author to
muse (speculate, imagine, remember and question) on their own life experiences.
Modern literary memoir requires tremendous work from the author, as she moves
both backward and forward in time, re-creates believable dialogue, switches back
and forth between scene and summary, and controls the pace and tension of the
story with lyricism or brute imagery. In short, the memoirist keeps her reader
engaged by being an adept and agile storyteller. This is not straight
autobiography. Memoir is more about what can be gleaned from a section of one's
life than about the outcome of the life as a whole. We read from the anthology
Modern American Memoirs (ed. by Cort and Dillard) as well as excerpts
from Linda Hogan, Dorothy Allison, Augusten Burroughs, David Sedaris, Chelsea
Cain. (GE3) Miranda.

English 380E (3) - Advanced
Seminar: Irish Poetry - topical description - This course focuses on the
development of the rich traditions of Irish poetry, paying attention both to
major historical themes and specific poets, including three weeks study of the
Irish language and Irish mythology. Major figures include Yeats, Gregory, Synge,
Heaney, and Kavanagh. Throughout we attend to the relations between place and
poetry. (GE3) Conner.

Environmental Studies
(ENV)

Environmental Studies 395 (3) - Ethics of Conservation
- topical description - An examination of the conflicts and confluence of human welfare and the
preservation of the earth’s remaining biological diversity. Cooper and Hurd.

Environmental Studies 402 (2) - Place, Justice, and Ecology in North America -
topical description - Prerequisite: Permission of Professor Jim Warren, English
Department Head. This course meets during a two-week period only, May 7-18,
under the leadership of visiting professor Barry Lopez. During the first week,
we read Rian Malan’s My Traitor’s Heart, introducing themes of social
justice and ethics, colonialism, multiculturalism, and related topics. During
the second week, we read Tim Flannery’s The Eternal Frontier: An Ecological
History of North America. We develop ideas about personal responsibility and
action, and then focus on who we are and what our responsibilities might be,
given our place and history as a country. During the third week, 21-25 May,
students will meet with Professor Warren to determine topics for a final paper
of 10 pages. Lopez and Warren.

French (FREN)

French 274 (3) - Cinéma français et francophone: 1980-2000 -topical description -
Prerequisite: French 261 or equivalent or permission of instructor.
An introduction to the study of film in French. Students familiarize themselves
with the vocabulary and analytical tools necessary to analyze, discuss films and
write about them. This course shows how film language has evolved since the New
Wave of the 1960s through the critical study of selected films, representative
of some of the major trends of the French and Francophone cinema production of
the 1980-2000 period. Viewings, presentations, discussions, and papers in French
for development of communication skills. (GE3) Frégnac-Clave.

French 342 (3)- La France
moderne - topical description - The course offers an interdisciplinary
exploration of French and Francophone avant-garde, modern, and contemporary
theater, from Alfred Jarry to Eugene Ionesco to Fernando Arrabal to Madeleine
Chapsal, to Matei Visniec. A significant component of the course consists of the
full-fledged production of a show in French, presented at the Lenfest Center
during the last week of the term. No theater experience required or necessary.
Radulescu.

Freshman Seminars
(various disciplines, title has FS:)

Art 121 (3) - Freshman Seminar: Black and White: The foundations of
drawing (Drawing I) - topical description - What makes a really great drawing?
And how do we begin to learn the art of drawing? In this seminar, we focus on
two aspects of great drawings. The first is an understanding and development of
the basic, foundational skills of drawing and observation. These skills are
accessible to anyone willing to observe closely and to practice the techniques
of drawing. Using line, volume, value, space and texture, we explore the
representation of three-dimensional space on a two-dimensional surface and also
the expressive potential of the marks themselves. Drawing in the studio and
outside in the landscape, students become adept at using graphite, charcoal, and
ink. The second aspect of great drawings is more elusive but arguably more
important. How do we understand the drawn image? Together we examine, analyze,
and discuss the graphic works of a number of artists, contemporary and
traditional, such as Vincent Van Gogh, Willem DeKooning, Andrew Wyeth, Larry
Rivers. and Richard Diebenkorn. What is the artist trying to say? How does the
content and process by which the drawing was produced convey the intent of the
artist? By the end of the term, students will have learned the language of
drawing and will have practiced the skills of both the eye and the hand. (GE4a)
Beavers.

Art 180 (3) - Freshman Seminar: The
Silk Road: Connecting East and West - topical description - As American as apple
pie or fireworks on the Fourth of July? Think again. Much that we hold to be
typically Western, in fact has its origins in Asia. Fireworks originated in
China, and apples are believed to have come from the Caucasus. At the heart of
this course is the Silk Road, a European term for the network of trade routes
that brought silk, among other commodities such gunpowder, paper, porcelain and
pasta, from Asia to the West, beginning more than 2,000 years ago. The
Silk Road was always about a lot more than silk, however. This seminar will explore
the various ways that the Silk Road, by camel caravan across central Asia and,
later, by sailing ship using new maritime routes, facilitated exchanges of
commodities and technologies, arts and ideas between China and the rest of the
world for over two thousand years. We have been used to thinking of Asia in
terms of its Westernization in the course of the last century. Examining new
material, and some familiar material from new points of view, introduces a
shift—from the Eurocentric perspective that underlies the worldview of most
Americans—to a more global perspective on the world. Whatever your point of
departure—whether an interest in economics and commerce, music or art, the
worlds of ancient Rome or pre-modern Europe, the Middle East and Central Asia,
or Buddhism and India, or China and, ultimately, Japan—this is a course that
should pique your interest and broaden your horizons.(GE4a) O'Mara.

Classics 204 (Literature in Translation 204) (3)
- Freshman Seminar: Augustan Rome - topical description - Through readings
and discussion, we examine the Roman world during the lifetime of Octavian,
known to us as the emperor Augustus (63 B.C.-14 A.D.). This period was pivotal
in the shaping of what became the Roman Empire, and, consequently, in the
shaping of Western Europe. The great innovations and achievements of the
Augustan period have left an indelible mark on every aspect of subsequent
western life, including literature, art, architecture, legal institutions,
religions, philosophy, political propaganda, etc. We approach our study of this
period by reading a selection of historical sources, including Plutarch and
Suetonius, then a representative selection of the most influential poetry of the
period, including Virgil’s Aeneid and Ovid’s Metamorphoses, and
finally, by surveying art, architecture, and religious practice. We always draw
on and connect evidence of various kinds in order to illustrate the use of an
interdisciplinary approach in studying an ancient society. Where possible, we
concentrate on ancient sources, since our aim will not be so much to learn what
modern authors have said in summarizing this period, as much as to use the
ancient evidence to resurrect its complexity. (GE3) Carlisle.

English 180 (3) - Freshman Seminar:
Laughing at Love: Shakespeare's Comedies - topical description - Shakespeare’s
romantic comedies of love, sex, and marriage capture the folly, despair, and
promise of young love and provide a much-needed counterpoint to the bleak
depiction of doomed relationships in his great tragedies. No other dramatic
comedies ever written provide quite the stimulating combination of so much to
laugh about and so much to think about. In the seminar, we study six plays:
The Taming of the Shrew, A Midsummer Night’s Dream, As You Like It, Twelfth
Night, The Merchant of Venice, and The Tempest. Each week, we do an
intensive examination of one play including close reading of the text,
comparisons to other plays or sources, and (with the help of The Bedford
Companion to Shakespeare) additional reading about romance, politics, family
life, and the status of women in the Elizabethan period. Although Shakespeare’s
play reward intensive study on the page, we always keep in mind that these plays
were intended for the stage. The seminar includes a visit to the Blackfriars
Playhouse in Staunton for a performance of A Midsummer Night’s Dream, and
doing our own scene studies. Written work includes an active electronic
discussion on Blackboard, a single one-page paper to share with the class, one
short paper, and one longer final paper. (GE3) Dobin.

Geology 100 (4) - Freshman Seminar:
General Geology with Field Emphasis - topical description - Not open to those
who have completed Geology 100 or 101. Washington and Lee is surrounded by
some of the most interesting and classical geology of the entire Appalachian
Mountain system. The campus lies right in the middle of the Great Valley of
Virginia, within easy reach of the Blue Ridge Province and the Allegheny
Mountains. This courses takes advantage of our superb location, traveling to a
new field site for each class meeting (including Goshen Pass, North Mountain,
Devil's Marbleyard, Panther Falls, Island Ford Cave, and the Blue Ridge
Mountains). We conduct a “hands-on” study of the basic principles of geology
while unraveling the geologic history of the area. During the term, the class
convenes for three four-hour class blocks each week to promote class discussions
and to undertake laboratory and field-based investigations using maps, rocks and
minerals, computational techniques, scientific writing and poster presentations.
This course is appropriate for those students curious about their natural world
who enjoy spending time outdoors. Laboratory course credit. (GE5a) Knapp.

History 180 (3) - Freshman Seminar:
Natural Disasters in the Americas - topical description - This seminar examines
the history of natural disasters in Latin America and the United States. But why
study disasters? First, natural disasters literally open up societies, allowing
us to peer into areas and worlds that we might not see in day-to-day life. Just
as Hurricane Katrina in 2005 brought us into homes and communities that we don’t
normally encounter, the Lima earthquake of 1746 takes us into the residences and
even the bedrooms of the rich and poor—areas that historical records usually
neglect. Second, natural disasters don’t just open up physical places; they also
illuminate spiritual and mental worlds, offering a window on how people viewed
life and death, and how they understood religion, nature, science, and
technology. Lastly, disasters transformed both physical and mental worlds. They
shaped urban planning, agriculture, and the economy, and even made regimes
totter or retrench. Disaster studies thus generate several questions that we
tackle in this course: Are disasters “natural” or human-induced? How have
disasters—and reactions to them—changed over time? Are there differences in
reactions to disasters in Latin America and the United States? What are the
social and political forces that push people to live in dangerous places? How
have different generations of writers, filmmakers, and the media presented
disasters? As a seminar, this course emphasizes intensive readings and several
short papers to foster lively discussion about hurricanes, earthquakes, floods,
climate, fire, and volcanoes in the history of the Americas. Additionally,
students research the historical contexts, and then share their work with the
class, of the most recent and most raw natural disaster in the
Americas—Hurricane Katrina. (GE4b) Carey.

Journalism 180 (3) - Freshman Seminar:
Religion, Culture, and the Global Media - topical description - The sex-abuse
scandals in the Roman Catholic Church, the consecration of a gay bishop in an
Episcopal diocese, the Ten Commandments monument in the Alabama Supreme Court
building, the protests over the cartoon drawing of the Prophet Mohammed,
controversies over stem-cell research and evolution, English-language broadcasts
of Al Jazeera, and struggles over the constitutionality of "faith-based
initiatives"—these are only the latest ways that religion has emerged into
public debate. And that debate is conducted through the media—the primary
location of local, national, and global discourse. Values, symbols and
ideas—whether religious, social, political, or cultural—are shaped and shared
through the words and images of the media. The goal of this course is to
understand the role of the global media as guarantors of public discourse, in
supporting, questioning, negating, or shaping the place of religion in public
discourse. This course provides students with an overview of global mass media
(both entertainment and news) as cultural institutions that use and are used by
other cultural institutions, such as religion, in their efforts to adjust to the
processes of globalization. We investigate the role of the global media in
addressing the issues of religious pluralism, multiculturalism, and citizenship.
We focus on the impact of old and new technologies of communication—including
rock videos, political rhetoric, books, films, and the Internet—on the ability
of the institutions of religion to influence and mobilize geographically
isolated groups. As we explore the ways in which the global media compete as
mythmakers with traditional institutions, we are better able to understand the
increasingly global and multidimensional relationships between the institutions
of media and religion.(GE4 as credit but not for one of the areas) Abah.

Music 180 (3) - Freshman Seminar:
The Human Voice: Science and Sound - topical description - This seminar is designed to
explore the entirety of the human voice. Through readings, demonstrations,
experimental methods, guest lectures, and class discussions, we explore the
physiologic and acoustical properties of the voice. Our internal study reveals
the anatomy, physiology, and physics that serve to operate this natural
instrument. Our external study includes analyses of acoustics, resonance, and
voice types through the recorded voice of famous classical and contemporary
singers, live performances by guest artists in the Wilson Concert Hall, and
private spectrograph analysis of each student’s speaking or singing voice.
Readings that feature conflicting viewpoints spur class discussions, individual
research topics, and issues for group presentations. This exploration of the
human voice is designed especially for those interested in public speaking,
pre-medical studies, physics, or singing. This course is open to all freshmen;
no class member is required to sing.(GE4a) Myers.

Philosophy 195A (3) - Freshman Seminar:
The Concept of Honor for Freshmen - topical description - What is honor? It lies
at the heart of Washington and Lee's values, yet its hold on the wider American
society is tenuous, and its meaning may seem unclear to many, not least to
students struggling to comprehend a revered honor system. This course seeks to
explore the concept of personal honor in historical and philosophical context.
We examine some key moments in this concept's development from ancient Greece to
our own times, exploring a variety of philosophical perplexities along the way.
We read literary texts such as the Iliad, Gawain and the Green Knight,
and To Kill a Mockingbird, and view a variety of films, from The Good
Shepherd and Troy to The Adventures of Robin Hood and Glory--each
of which casts different lights on honor. In the last week of the course, we
focus on Washington and Lee's own honor system, in order to clarify and deepen
our own sense of local personal honor. Students learn from lectures by invited
speakers and centrally participate in seminar discussion on the texts and films
and the issues they raise. The course's central philosophical question is this:
how can honor, born and reared in hierarchical, patriarchal, warrior societies,
live or even thrive in a more egalitarian and peaceful home, such as Washington
and Lee in the 21st Century? (GE4c)
Sessions.

Geology (GEOL)

Geology 100 (4) - Freshman Seminar: General Geology with Field
Emphasis - topical description - Not open to those who have completed Geology
100 or 101. Washington and Lee is surrounded by some of the most interesting
and classical geology of the entire Appalachian Mountain system. The campus lies
right in the middle of the Great Valley of Virginia, within easy reach of the
Blue Ridge Province and the Allegheny Mountains. This courses takes advantage of
our superb location, traveling to a new field site for each class meeting
(including Goshen Pass, North Mountain, Devil's Marbleyard, Panther Falls,
Island Ford Cave, and the Blue Ridge Mountains). We conduct a “hands-on” study
of the basic principles of geology while unraveling the geologic history of the
area. During the term, the class convenes for three four-hour class blocks each
week to promote class discussions and to undertake laboratory and field-based
investigations using maps, rocks and minerals, computational techniques,
scientific writing and poster presentations. This

course is appropriate for
those students curious about their natural world who enjoy spending time
outdoors. Laboratory course credit. (GE5a) Knapp.

German 321 (3) -
Introduction to German Short Fiction - topical description
- Prerequisites: German 262 and permission of the
instructor. This course is intended as a first or second course in German
literature. Among the authors treated are Storm, Hauptmann, Hesse,
Kafka, Boell, and Duerrenmatt. All readings are in German. (GE3) Follo.

Greek (GR)

Greek 309 (3) - Greek Prose Composition - newly scheduled course -
Prerequisite: Greek 202 or permission of the instructor.
This course offers a
review of Greek grammar, an introduction to some finer points of syntax, and a
comparative review of literary styles in ancient Greek prose. Students hone
their language and literary skills by composing passages in ancient Greek, in
the various styles of selected ancient authors. The course also serves as an
introduction to the artistry of literary prose in ancient Greek. (HL, GE3) Crotty.

History 180 (3) - Freshman Seminar: Natural Disasters in the
Americas - topical description - This seminar examines the history of
natural disasters in Latin America and the United States. But why study
disasters? First, natural disasters literally open up societies, allowing
us to peer into areas and worlds that we might not see in day-to-day life.
Just as Hurricane Katrina in 2005 brought us into homes and communities
that we don’t normally encounter, the Lima earthquake of 1746 takes us into
the residences and even the bedrooms of the rich and poor—areas that
historical records usually neglect. Second, natural disasters don’t just
open up physical places; they also illuminate spiritual and mental worlds,
offering a window on how people viewed life and death, and how they
understood religion, nature, science, and technology. Lastly, disasters
transformed both physical and mental worlds. They shaped urban planning,
agriculture, and the economy, and even made regimes totter or retrench.
Disaster studies thus generate several questions that we tackle in this
course: Are disasters “natural” or human-induced? How have disasters—and
reactions to them—changed over time? Are there differences in reactions to
disasters in Latin America and the United States? What are the social and
political forces that push people to live in dangerous places? How have
different generations of writers, filmmakers, and the media presented
disasters? As a seminar, this course emphasizes intensive readings and
several short papers to foster lively discussion about hurricanes,
earthquakes, floods, climate, fire, and volcanoes in the history of the
Americas. Additionally, students research the historical contexts, and then
share their work with the class, of the most recent and most raw natural
disaster in the Americas—Hurricane Katrina. (GE4b) Carey.

History 195 (3) - The Great War and
Modernist Culture - topical description - This introductory level
reading and discussion seminar will explore the impact of the First World
War on European society and culture. Topics include the experience of
trench warfare, the unprecedented mobilization of women workers on the home
front, the process of disillusionment with traditional values and authority
figures, the birth of the Communist International, and the impact of the
Great War on the literary and artistic avant-garde. (GE4b) Patch.

History 322 (3) - Seminar in Russian
History: The KGB - topical description - Prerequisite: Permission
of the instructor. Completion of History 321 (Soviet Russia) is recommended
but not required. This seminar makes use of declassified materials from
Russian archives to analyze the functioning of the Soviet secret police
from 1917 to 1991 both within the Soviet Union and abroad. Class meetings
are devoted to discussions of assigned primary and secondary sources (in
English), and students write a research paper on a topic of their choice
related to the seminar's themes. (GE4b) Bidlack.

History 367 (3) - Seminar: History of Terrorism - topical description -
Terrorism is a form of collective violence famously illustrated in the attacks
on the World Trade Center in New York City and the Pentagon near Washington on
September 11, 2001. This course provides a selective survey of the origins and
evolution of terrorist organizations and their violence. Since large-scale,
lethal terrorist actions involving attacks on civilians are relatively recent
historically, special emphasis is placed upon the phenomenon in the 20th and
21st centuries. Much of the course focuses on the social divisions and conflicts
that lead to terrorism and its increasingly lethal nature over time. Topics
include "old terrorism" (as seen in Northern Ireland and Algeria), "new
terrorism" (such as that associated with Al Qaeda), and the nature of and spread
of weapons of mass destruction. (GE4b) Senechal.

History 369A (3) - The Civil Rights
Movement - topical description - An intensive survey of the struggle
for full civil rights in the United States. We will examine issues such a
school desegregation, open housing, non-violent civil disobedience, the
white backlash, affirmative action, black power, reverse discrimination,
and the rise of the Black Power Movement. This course also focuses on
major figures such as Ella Baker, Martin Luther King, Malcolm X, George
Wallace, Ross Barnett, and Lyndon Baines Johnson. (GE4b) DeLaney.

History 369B (3) - Seminar: I Love the 70s
- topical description - Saturday Night Fever. Gloria Gaynor. Bell
Bottoms. The Pet Rock. For decades, the 1970s has been remembered best as a
"wasted Decade" memorable only for fashion missteps, vapid dance music, and
political disengagement. After the cultural and political ferment of the
1960s and before the material culture of the 1980s, the 1970s have often
been seen as the most forgettable of decades. This course takes a critical
second look at the 1970s, as a critical and transformative period in
contemporary American history. Discussion topics will range from the New
York Dolls to Phyllis Schlaffley, from the "silent majority" and Richard
Nixon to Jonestown and Jonathan Livingston Seagull, from the "stagflation"
crisis to the rise and fall of disco. Examining a variety of texts,
including movies, television, popular music, legislation and social
movements, this course elucidates the still-powerful influence of the
1970s on contemporary American politics, culture, and society. (GE4b)
Michelmore.

Interdepartmental (INTR)

Interdepartmental 296 (3), India: Culture and Society - topical
description - Taught in India. Corequisite: University Scholars 201.
Students study several aspects of Indian society, including an overview of
traditional and contemporary social structures, political and economic
development issues, and a special focus on issues of healthcare and society. In
addition to W&L faculty involved, approximately 50% of lectures and visits are
lead or team-taught with area experts, including the former director general of
the Archeological Survey of India , a university sociologist with specialties in
gender and development issues, and a medical doctor with special involvement in
poverty and social development projects in the region. (GE6d) Lubin and
Desjardins.

Italian (ITAL)

Japanese (JAPN)

Journalism (JOUR)

Journalism 180 (3) - Freshman Seminar: Religion, Culture, and
the Global Media - topical description -
The sex-abuse scandals in the Roman
Catholic Church, the consecration of a gay bishop in an Episcopal diocese, the
Ten Commandments monument in the Alabama Supreme Court building, the protests
over the cartoon drawing of the Prophet Mohammed, controversies over stem-cell
research and evolution, English-language broadcasts of Al Jazeera, and struggles
over the constitutionality of "faith-based initiatives"—these are only the
latest ways that religion has emerged into public debate. And that debate is
conducted through the media—the primary location of local, national, and global
discourse. Values, symbols and ideas—whether religious, social, political, or
cultural—are shaped and shared through the words and images of the media. The
goal of this course is to understand the role of the global media as guarantors
of public discourse, in supporting, questioning, negating, or shaping the place
of religion in public discourse. This course provides students with an overview
of global mass media (both entertainment and news) as cultural institutions that
use and are used by other cultural institutions, such as religion, in their
efforts to adjust to the processes of globalization. We investigate the role of
the global media in addressing the issues of religious pluralism,
multiculturalism, and citizenship. We focus on the impact of old and new
technologies of communication—including rock videos, political rhetoric, books,
films, and the Internet—on the ability of the institutions of religion to
influence and mobilize geographically isolated groups. As we explore the ways in
which the global media compete as mythmakers with traditional institutions, we
are better able to understand the increasingly global and multidimensional
relationships between the institutions of media and religion.(GE4 as credit but
not for one of the areas) Abah.

Journalism 295A
(3) - Public-Service Media - topical description- Service learning course. Open to
non-majors. Concepts and practices of communication for non-profit
organizations. Students work with local agencies to produce materials for Web,
broadcast, and print. Artwick.

Journalism 295B (3) - Special Topics in Journalism: The Changing Face of
Chinese Journalism - topical description - Corequisite: Business
Administration 391. Taught in China. China is an awakening giant. The 2008
Summer Olympics in Beijing will shine a bright light on the country’s remarkable
transformation from the days of strict Communist rule. After a week on campus,
students spend five weeks in this ancient country, learning about the
relationship between China's emerging businesses and its journalistic community,
which is increasingly independent yet far from free. We begin in Shanghai - the
country’s financial capital - and travel to Hangzhou, Wuhan and Beijing.
Traditional classroom studies are interspersed with field trips, guest speakers,
a boat trip on the Yangtze River, and cultural activities. We visit businesses,
witness the country's startling economic growth, meet with Chinese and Western
journalists, and gain a greater understanding of the differences and
similarities between our societies. Luecke.

Journalism 295C (3) - Special Topics in Journalism: War Correspondents -
topical description - This course is a critical in-depth study of people
writing and reporting during wars from the Spanish Revolution through to the
current War in the Middle East. Appropriate for non-majors. de Maria.

Literature in Translation 204 (Classics 204 ) (3)
- Freshman Seminar: Augustan Rome - topical description - Through readings
and discussion, we examine the Roman world during the lifetime of Octavian,
known to us as the emperor Augustus (63 B.C.-14 A.D.). This period was pivotal
in the shaping of what became the Roman Empire, and, consequently, in the
shaping of Western Europe. The great innovations and achievements of the
Augustan period have left an indelible mark on every aspect of subsequent
western life, including literature, art, architecture, legal institutions,
religions, philosophy, political propaganda, etc. We approach our study of this
period by reading a selection of historical sources, including Plutarch and
Suetonius, then a representative selection of the most influential poetry of the
period, including Virgil’s Aeneid and Ovid’s Metamorphoses, and
finally, by surveying art, architecture, and religious practice. We always draw
on and connect evidence of various kinds in order to illustrate the use of an
interdisciplinary approach in studying an ancient society. Where possible, we
concentrate on ancient sources, since our aim will not be so much to learn what
modern authors have said in summarizing this period, as much as to use the
ancient evidence to resurrect its complexity. (GE3) Carlisle.

Literature in
Translation 295A (3) - German Literature in Translation: Max Sebald, Master of
Melancholy - topical description - Sebald was a 20th-century author
(1944-2001). Readings in this course include his prose poem "After Nature," the
novel Vertigo, and the lecture series published as "The Natural History
of Destruction." Sebald challenges all readers; his works lead in many
directions, whether it be the 16th-century German painter Grünewald, the
Peasants' Rebellion of the 15th and 16th centuries, several stories by Franz
Kafka, and the history of World War II and the destruction of 131 German cities
by Allied bombing. (GE3) Dickens.

Literature in Translation 295B (3) - Living by the
Code: Honor in Love and War in the Literature of the High Middle Ages - topical description -
This course focuses on the ways in which representative works of the period
(1100 - 1250) construct and critique codes of honor and courtly conduct, notions
of the heroic ideal, of chivalry, courtly love and the courtly lady, and the
quest for salvation. We read masterpieces of medieval literature from the
predominant genres of the era: the heroic epic (Nibelungenlied),
troubadour and Minnesang lyric, the tales of Marie de France, the Arthurian
romance (Chretien de Troyes), and Gottfried's Tristan. (GE3) Prager.

Literature in
Translation 295C (3) - The Japanese
Supernatural - topical description -
From the earliest times to the
present, animals masquerading as humans, mountain priests working miracles
through prayer, vengeful ghosts, and all manner of unusual phenomena have played
prominent roles in Japanese literature. Elements of the supernatural cut across
class lines, appealing to commoner and noble alike, as well as across time, with
common themes appearing in Buddhist parables of a thousand years ago and modern
Japanese film less than a decade old. This class examines the major threads of
the supernatural in Japanese literature, theater, and film; explores their
continuity and change from ancient times to the present; and attempts to find
reasons for the enduring appeal of the supernatural in our current, supposedly
rational age. (GE3) Robinson.

Literature in Translation
295D (3) - Introduction to the "Francophone" Novel - topical description -
This
course introduces students to novels written by authors from countries or
regions once colonized by France. Through selected texts of writers from Africa,
the Caribbean, and Canada, students get a broad understanding of the historical,
social, cultural, and political conditions of countries that are still
influenced by their former colonial masters. Works by the following authors are
included: Jacques Roumain, Joseph Zobel, Maryse Condé, Camara Laye, Boubacar Boris Diop, and
Gabrielle Roy. (GE3) Fralin and Kamara.

Mathematics (MATH)

Mathematic 195 (3) - Financial Math -
topical description - Prerequisite: Mathematics 102, although some knowledge of
basic finance (such as determining present value of cash flows) would be
helpful. In this course students study derivatives markets, forwards, call
and put options, short and long positions, futures, and other topics in
financial mathematics. Dresden.

Medieval and Renaissance Studies (MRST)

Medieval and Renaissance Studies 395 (3) - Seminar in Medieval and
Renaissance Studies: Renaissance Lives in Film - topical description - Prerequisite: One course
in Medieval and Renaissance Studies or permission of the instructor. In this
seminar, we use the medium of film, supplemented by relevant short readings, to
examine in depth the characters and characteristics of daily life in Early
Modern Europe. From mob to monarch, the films allow us to better detail the
beliefs, the institutions, and the social structures that formed, informed, and,
at times ,deformed Medieval and Renaissance life and lives. Representative
weekly themes may include Wonder Women such as Elizabeth I and Joan of Arc and
the Ghostly Grail of Excalibur and Monty Python's Search. Course work includes
oral and written reports and a final portfolio/manuscript. (GE4 as credits but not for a
specific area) Campbell.

Military Science (MS)

Students interested in
Army ROTC should check with University Registrar Scott Dittman or contact the
ROTC unit at Virginia
Military Institute. Students who are pursuing an Army commission should
register for the W&L placeholder courses labeled as MS at the appropriate level
each term, and should also register through the ROTC unit for the appropriate
VMI courses. Such courses count as transfer credits and, thus, are in addition
to the required minimum full-time load at W&L each term. (That is, you must
carry 12 credits in the fall and winter in addition to your VMI ROTC
registration.

Music (MUS)

Music 180 (3) - Freshman Seminar:
The Human Voice: Science and Sound - topical description - This seminar is designed to
explore the entirety of the human voice. Through readings, demonstrations,
experimental methods, guest lectures, and class discussions, we explore the
physiologic and acoustical properties of the voice. Our internal study reveals
the anatomy, physiology, and physics that serve to operate this natural
instrument. Our external study includes analyses of acoustics, resonance, and
voice types through the recorded voice of famous classical and contemporary
singers, live performances by guest artists in the Wilson Concert Hall, and
private spectrograph analysis of each student’s speaking or singing voice.
Readings that feature conflicting viewpoints spur class discussions, individual
research topics, and issues for group presentations. This exploration of the
human voice is designed especially for those interested in public speaking,
pre-medical studies, physics, or singing. This course is open to all freshmen;
no class member is required to sing.(GE4a) Myers.

Music 396 (3) - Seminar in Music: The Piano: Music
and Performance - topical description - Pre-requisite: Music 120 or the
permission of the instructor. This course is open to all students. There is no
requirement to read music or to play the piano, although these skills are
welcome. A sampling of the wide range of piano music and a study of the
great performers of this repertoire. Emphasis is placed on the music and
interpreters of Chopin, Liszt, and Rachmaninoff. The focus is on listening to
music and the understanding of style and interpretation. (GE4a) Gaylard.

Music
397 (3) - Creating Music in the Digital Age -
topical description - Prerequisite: Permission of the instructor. Limited to 12
students.
A comprehensive survey of leading music software to include notation, audio
editing, and mixing.
Vosbein, Graham Spice.

Neuroscience (NEUR)

Neuroscience 395A (3) - Topics in
Neuroendocrinology - topical description - Students may not also take Biology
397. Prerequisites: Biology 220, junior standing and permission
of the instructor. The study of the interaction between the nervous system and
the endocrine system, with special reference to regulation and communication in
the mammal. This term's topic begins with some of the classical papers that are
the foundations of this field. We then focus on current research in the
neuroendocrinology of pregnancy, parturition, lactation, and maternal behavior.
Gibber.

Neuroscience 395B (3) - Topics The Sense of
Smell - topical description - This course surveys what we know about the
sense of smell. It concentrates on how humans perceive and use odors, and it
also include information about the anatomy and physiology of the olfactory
system. Topics include perfume and attraction, food and flavor, functional
fragrances, pheromones, and social and cultural differences in odor perception
and use. Lorig.

Philosophy (PHIL)

Philosophy 195A (3) - Freshman Seminar:
The Concept of Honor for Freshmen - topical description - What is honor? It
lies at the heart of Washington and Lee's values, yet its hold on the wider
American society is tenuous, and its meaning may seem unclear to many, not least
to students struggling to comprehend a revered honor system. This course seeks
to explore the concept of personal honor in historical and philosophical
context. We examine some key moments in this concept's development from ancient
Greece to our own times, exploring a variety of philosophical perplexities along
the way. We read literary texts such as the Iliad, Gawain and the
Green Knight, and To Kill a Mockingbird, and view a variety of films,
from The Good Shepherd and Troy to The Adventures of Robin Hood
and Glory--each of which casts different lights on honor. In the last
week of the course, we focus on Washington and Lee's own honor system, in order
to clarify and deepen our own sense of local personal honor. Students learn from
lectures by invited speakers and centrally participate in seminar discussion on
the texts and films and the issues they raise. The course's central
philosophical question is this: how can honor, born and reared in hierarchical,
patriarchal, warrior societies, live or even thrive in a more egalitarian and
peaceful home, such as Washington and Lee in the 21st Century? (GE4c)
Sessions.

Philosophy 195B (3) - The Concept of Honor - topical description -
What is honor? It lies at the heart of Washington and
Lee's values, yet its hold on the wider American society is tenuous, and its
meaning may seem unclear to many, not least to students struggling to comprehend
a revered honor system. This course seeks to explore the concept of personal
honor in historical and philosophical context. We examine some key moments in
this concept's development from ancient Greece to our own times, exploring a
variety of philosophical perplexities along the way. We read literary texts such
as the Iliad, Gawain and the Green Knight, and To Kill a
Mockingbird, and view a variety of films, from The Good Shepherd and
Troy to The Adventures of Robin Hood and Glory--each of
which casts different lights on honor. In the last week of the course, we focus
on Washington and Lee's own honor system, in order to clarify and deepen our own
sense of local personal honor. Students learn from lectures by invited speakers
and centrally participate in seminar discussion on the texts and films and the
issues they raise. The course's central philosophical question is this: how can
honor, born and reared in hierarchical, patriarchal, warrior societies, live or
even thrive in a more egalitarian and peaceful home, such as Washington and Lee
in the 21st Century? (GE4c) Sessions.

Philosophy 195C (3) - Philosophy of Economics -
topical description - Thomas Carlyle famously referred to economics as the
"dismal science, but, one might wonder, must economic predictions be dismal? And
more importantly, are they scientific? To answer these questions one must
investigate the underlying philosophical assumptions of the discipline. For
example, the "dismal" aspect of economics seems to come from the notion of human
nature as fundamentally competitive and self-interested. But, do economists make
this assumption? Do they have to? Similarly, the scientific nature of economics
appears to come from its use of mathematical models and equations. But what
makes these models scientific and what does it mean to draw scientific
conclusions from them? Also, economics is perceived by some as being value-free.
Is this true, and if it is, does that make economics scientific? Though this is
not a course in the history of economic thought, the class explores these
questions by examining writings from notable economic thinkers of the past such
as Smith, Ricardo, Marx, Jevons, Menger, and Keynes. In addition, the class
reads articles by contemporary philosophers of economics that explore these
questions. The course is designed to be an introduction to philosophy through
the particular questions that can be raised about the metaphysics, epistemology,
and ethics of economics. As such, it presumes no background in philosophy.
(GE4c) Terjesen.

Philosophy 207 (3) - Aesthetics - expanded
description - What counts as art, and why do we value it? What are the
differences between art and science, and how are they similar? Is our
appreciation of works of art influenced by ethical considerations? Can we argue
about, and reach agreement on, what makes a work of art good? If so, how is this
process different from or similar to our argumentation about factual matters and
moral matters? If not, is our aesthetic experience anything more than just a
series of grunts and groans? Aesthetics is the philosophical examination of such
questions and problems relating to our experience of works of art and natural
beauty. This course provides an overview of the field and an introduction to its
subject matter and methods of inquiry. We examine various classical theories of
what makes art works valuable and discuss contemporary theories of the nature of
art and our aesthetic experience of nature. Classroom activities consist of
lecture, discussion, and online presentations of course materials. Readings are
taken from classical and contemporary theories. Students write a short
paper, give an oral presentation, and participate in a course blog. (GE4c)
Lambert.

Philosophy 395A (3) - Advanced Seminar: John
Stuart Mill -
topical description - Are liberty and individuality absolutely crucial to
human happiness? Are we morally obligated to conduct our lives in ways that
maximize the greatest aggregate happiness? Should women and men have equal
rights and opportunities? How can we combine the benefits of capitalism (higher
productivity and innovation) with the benefits of socialism (avoiding poverty
and exploitation)? Is it more important to fill your head with knowledge or your
heart with love? Mill has answers! (GE4c) M. Bell.

Philosophy 395B (3) - Advanced Seminar: W. V.
Quine: Meaning, Knowledge, and Reality -
topical description - Willard Van Orman Quine is one of the 20th century’s
most important, most systematic, most controversial, and most misunderstood
philosophers. His seminal article "Two Dogmas of Empiricism" (1950/51),
considered one of the most important articles of the last century, has been
reprinted, translated, and written about more than any other short piece ever.
We focus on four main areas of Quine’s philosophy. Meaning: his rejection of the
analytic/synthetic distinction in favor of holism; and his rejection of the very
concept of meaning through his thesis of the indeterminacy of translation.
Knowledge: his rejection of the a priori/a posteriori distinction in favor of
holism, his rejection of traditional rationalism and empiricism in favor of a
radical naturalistic epistemology. Reality: his deflationary theory of truth,
his ontological relativity, his view that only the structure of theory is
important, his metaphysical realism. Naturalism: this is the key to
understanding how all these apparently absurd and disparate elements fit
together (or fall apart), but some think it signals the death of philosophy.
(GE4c) Gregory.

Students may express a preference for up to three skills courses as part of web
registration. These preferences will be examined after the academic schedule is
set and, if open and not in conflict with the academic courses, one may be
placed in the schedule. Changes or additional sections may still be handled
during the drop/add period.

Physics
115 (3) - Apples and Anti‑Apples: Physics for the Non‑Scientist
-
newly scheduled course -A conceptual
overview of the fundamental ideas of modern physics. This non‑laboratory course
presents the essential concepts and philosophical and ethical aspects of the
most important developments in modern physics, such as quantum mechanics,
relativity, particle physics and statistical physics. Discusses the impact of
these concepts on our continuous efforts to understand the universe. Algebra and
geometry are used but no calculus. (GE5c) Mazilu.

Politics (POL)

Politics 295A (3) - Special
Topics: Politics and Film - topical description -
No prerequisites. Open to
majors and non-majors of all classes. Recommended for students interested in
film studies, political dynamics, Russian area studies.May be used as
elective credit in the politics major, specifically toward meeting the global
politics field requirement. This is an interdisciplinary study
using feature film and related works (propaganda posters and music) to explain
the dynamics or process of change in political entities such as social
movements. This term we emphasize how Russian cinema helps explain the life
cycle of communism, from underground organization through world power to
social-democratic opposition. Grading based on class discussion and essays.
C.
McCaughrin (Politics), G. McCaughrin (Russian).

Politics 295B
(3) - The European Union - topical description
- This course examines the origins, institutionalization, external relations,
and future of European integration. Attention is given to the evolution of the
European idea, EU institutions, the rationale and failure of an EU constitution,
the forging of an EU foreign and defense policy, the EU's eastward enlargement,
and the U.S. role and stake in a unified Europe. Thompson.

Politics 295D (3) - The
Pacific Basin in International Affairs
- topical description
- This course
introduces, in historical context, the diplomatic, economic, and strategic
dimensions of the Pacific Basin: East Asia/Southeast Asia/Pacific. Key current
issues such as energy and terrorism are a focus. The foreign policies of major
powers - China, Russia, Japan, United States - toward the region are explored
and assessed. The foreign policies of other significant regional players -
India, Indonesia, Australia - and economic groupings such as ASEAN are also
explored and assessed. Kiracofe.

Politics 295E (3) - International Political Economy - topical description -
This course provides an intermediate-level introduction to the major
actors, questions, and theories in the field of international political economy
(IPE). We discuss political and economic interactions in the areas of
international trade, fiscal and monetary policy, and exchange rates. We also
discuss globalization in historical and contemporary perspectives. The course
further examines the international politics of the major intergovernmental
organizations, multinational corporations, states, and other institutional
actors. Dickovick.

Politics 390 (3) - The
Politics of Masculine Power - topical description -
Prerequisite: One 100-level politics course or permission of the instructor.
One Contemporary power theorists have devoted tremendous energies to explaining
why discursive structures, social practices, and social, economic, and political
institutions constrain the power of women and members of minority races and
ethnic groups. By implication, these theorists suggest that male members of the
dominant race are empowered by the ideology and practices of a certain kind of
masculinity. But exactly how is masculinity converted into power, and under what
conditions? Are there costs to masculine power? How and by whom are they paid?
And is it possible that what constitutes power for some men is actually
disabling for other men? This course uses readings from both the classics of
power theory and the new field of men’s studies to explore these questions.
Students also conduct field work in our local community, with its rich history
as a refuge for and producer of prototypical male leaders. Le Blanc

Politics 392 (3) - Issues in
Asian Politics - Cancelled

Politics 396 (3) - A
Course About Nothing - topical description - No prerequisites. This course examines our on-going
fascination with the Nothing: voids, space, vacuums, dark holes, zero, dark
matter, dark energy, anti-matter, nihilism, Eastern religions, transcendence or
evacuation of self, denial of soul, and chiefly the absence created by the
so-called "Death of God." We situate our examination in the context of the
on-going debate between science and theology. For all of their differences, new
developments in science and theology seem to point to a new understanding of the
human situation as emerging from within a mysterious and cosmic nothing. Are we
at the threshold of a new metaphysics of darkness that can embrace both the
claims of science and of theology? Is the vociferousness of the debate as much
about the distance between science and theology as it is about the proximity?
With the aid of several guest speakers, this course tackles Thomas Altizer's
The Gospel of Christian Atheism, Shakespeare's King Lear,
Kierkegaard's Philosophical Fragments, Nietzsche's The Anti-Christ,
the neurosciences account of consciousness, and the affinities among and between
Buddhism, neurosciences, and sub-atomic physics (including a visit to a Buddhist
temple). We conclude with manifestations of the new creative and scientific
darkness in popular culture, principally ABC's hit television series, Lost.
Velásquez.

Portuguese (PORT)

Poverty and Human Capability (POV)

Students
interested in Poverty and Human Capability Studies should plan to take
Interdepartmental 101 (3), Introduction to Poverty and Human Capability, in the
spring. This course meets the requirement for credits (but not for one of the
two areas) under GE 4. A list of courses from other departments that qualify for
the Poverty and Human Capability Studies transcript recognition appear on the
program Web site: http://shepherd.wlu.edu/.

Psychology (PSYC)

Public Speaking (PSPK)

Religion (REL)

Religion 195 (3) - Visionary and Mystical Traditions in Christianity - topical description
- A study of the visionary and mystical traditions in Christianity from
their roots in Jewish and Christian scriptures to their expressions in
contemporary culture. Special attention is given to tensions between elite and
popular, institutionally sanctioned and non-sanctioned expressions of mysticism,
and to the tension inherent in visionary and mystical traditions between
activism and world withdrawal, ethics and contemplation. Readings include texts
by and about religious visionaries from antiquity to the present (e.g., John of
Patmos, St. Paul, the Desert Fathers, Dionysius, Bernard of Clairveaux,
Hildegaard von Bingen, Therese of Lisieux, Simone Weil and Flannery O’Connor and
Thomas Merton) and critical studies of such persons and their work. Can serve as
an introduction to the Christian tradition. (GE4) Brown.

Religion 295A (3) - Place, Space, and the Sacred - topical description
- In today’s highly networked, global culture that moves through space
constantly and at ever increasing speeds, the places of life are changing:
forests become shopping malls, temples become tourist attractions, footpaths are
superhighways, the home where you live is not just local but a node in the
global web. What does it mean to inhabit this space? Are there sacred places
that help us find orientation in the placeless space of contemporary life? What
makes a place sacred? How are today's sacred places different from sacred places
of others? Through consideration of literary, philosophical, theological, and
artistic works, this course aims to understand what makes a place sacred, what
might be the sacred places of contemporary life, and how these sacred places
compare to those of the past. (GE4) Kosky.

Religion 295B (3) - Land in Lakota
Religion, Culture, and History - topical description
- Corequisite: University
Scholars 203. Combining classroom studies and field research, this seminar
focuses on the religious, cultural, and historical dimensions of the Lakota
Sioux's ties to their lands. Specific themes addressed include: 1) Lakota Lands,
Culture, and Cosmology; 2) Lakota Lands, Subsistence, and Ceremony; and 3) Land
in Lakota History: Alienation, Accommodation, and Revitalization. During the first
two weeks, the class explores various ways relationships among land,
culture, and religion found expression in pre-reservation Lakota communities. We
next examine how the Lakota's confinement on reservations fundamentally
challenged and altered these relationships. Finally, we consider selected ways
in which present-day Lakotas are drawing upon traditional spirituality,
ecological knowledge, and social institutions to revitalize their communities.
At this time, seminar participants also begin research on term essays that
examine selected topics concerning continuities and changes in Lakota-land
relationships. The second two weeks comprise a field trip in which the
class visits and works at sites that are of major spiritual, cultural, and
historical significance to Lakotas. We also have the opportunity to hear
representatives from tribal social-service organizations describe ongoing
economic and social programs and initiatives. During fifth week,
participants continue to research and write terms essays that are shared as oral
presentations in week six. (GE4d) Markowitz.

Russian (RUSS)

Russian Area Studies (RAS)

Sociology (SOC)

Sociology 274 (3) ‑ Sociology
of Literature - newly scheduled course -
Prerequisite: Anthropology 101, Sociology 102,
or permission of the instructor. This seminar introduces students to
the field of the sociology of literature. After surveying a number of the
classic problems of the field, the course focuses on several sociological
theories of the emergence and development of the novel. In addition to reading
theorists such as Benedict Anderson, Pierre Bourdieu, Wendy Griswold, Michael
McKeon, and Ian Watt, among others, there is a sociological reading of several
classic novels (for example, by Cervantes, Defoe, Austen, and Flaubert, among
others). Eastwood.

Spanish (SPAN)

Spanish 295 (3) - Special Topics in Conversation: La Prensa - topical
description - Prerequisite: One 200-level Spanish class. An intensive
examination of the Hispanic press. Students research and report on significant
issues of interest in newspapers, radio, and television broadcasts from Spain
and Spanish-American countries. We focus primarily on current events in Hispanic
countries as reported in major newspapers available on the Internet.Barnett

Spanish 396 (3) - 20th-Century Latin American Theater: Great
Scripts -
topical description - Prerequisites: Spanish 207 and 215. This course provides a panoramic view of the theater in
Latin America during the 20th century. The plays are studied in relation to
their historical, social and cultural contexts. However, the focus is also on
the plays as dramatic texts. In order to develop this objective, students are
expected to participate in dramatic activities such as improvisations based on
situations taken from the plays and dramatic reading. Some memorization and the
presentations of scenes from plays are required. The course readings include
authors whose works represent different trends in Latin American Theater, such
us Roberto Arlt, Jorge Díaz, Griselda Gambaro, Emilio Carballido, and Sabina
Berman among others. Botta

Theater (THTR)

Theater 290 (3) - Topics in Performing Arts:
Motion Picture Screenwriting - topical description - Prerequisite: Three
credits in theater or permission of the instructor. This course focuses on
the evolution of writing for film and the basic techniques of modern writing for
visual media. Through the analysis of classic screenplays and films and the
study of screenwriting techniques, students explore creative writing for modern
motion pictures and write an original 20-minute screenplay. (GE4) Dean

University
Scholars (UNIV)

University Scholars 201 (3) - Science, Religion, and Well‑Being: Health and
Healthcare in South Asia - topical description - Taught in
India. Corequisite: Interdepartmental 296. Students receive an overview of
Indian history, culture and religion, with special attention to history of
science topics and comparative approaches to medicine and healing, especially as
these relate to culture and religion. Outside speakers and numerous field
visits. (GE4d) Lubin and Desjardins

University Scholars 202 (3) and Art 380A (3) -
Science in Art: Technical Examination of 17th-Century Dutch Paintings -
topical description - No prerequisites. Permission of the instructor required.
The two courses are corequisites of each other. This six-credit,
study-abroad experience develops students' fundamental understanding of certain
physical, chemical, biological, and geological concepts and utilizes that
vocabulary and knowledge to discuss 17th-century Dutch Art. The first half of
the course involving the scientific and technical background takes place in
Lexington; the second half, involving the art history, politics, religion,
economics, etc., meets at the Center for European Studies (CES) Universiteit
Maastricht and includes trips to museums, cathedrals, and other sites in
Amsterdam, The Hague, Delft, Haarlem, and Rotterdam. The emphasis is on key
aspects of optics, light, and chemical bonding needed to understand how a
painting "works" and how art conservators analyze paintings in terms of
conservation and authenticity using various scientific techniques (radiography,
microscopy, spectroscopy, chromatography, etc.). When possible, the course
develops modern notions of science with those of the 17th century in order to
see how science influenced art. Students are graded, in the first half, on three
or four tests; in the second half two research projects involving one paper and
two Powerpoint presentations are the basis for grades. Though the working
language at CES Maastricht is English, students learn key phrases in Dutch and
practice the manners and customs of The Netherlands. (GE5c and GE4a) Uffelman.

University Scholars 203 (3) - Land in Lakota
Religion, Culture, and History - topical description
- Corequisite: Religion 295B. Combining classroom studies and field
research, this seminar focuses on the religious, cultural, and historical
dimensions of the Lakota Sioux's ties to their lands. Specific themes addressed
include: 1) Lakota Lands, Culture, and Cosmology; 2) Lakota Lands, Subsistence,
and Ceremony; and 3) Land in Lakota History: Alienation, Accommodation, and
Revitalization. During the first two weeks, the class explores various
ways relationships among land, culture, and religion found expression in
pre-reservation Lakota communities. We next examine how the Lakota's confinement
on reservations fundamentally challenged and altered these relationships.
Finally, we consider selected ways in which present-day Lakotas are drawing upon
traditional spirituality, ecological knowledge, and social institutions to
revitalize their communities. At this time, seminar participants also begin
research on term essays that examine selected topics concerning continuities and
changes in Lakota-land relationships. The second two weeks comprise a
field trip in which the class visits and works at sites that are of major
spiritual, cultural, and historical significance to Lakotas. We also have the
opportunity to hear representatives from tribal social-service organizations
describe ongoing economic and social programs and initiatives. During fifth
week, participants continue to research and write terms essays that are
shared as oral presentations in week six. (GE6 as credits but not as an
area) Markowitz

Women's Studies (WST)

Women's Studies: Students
interested in Women's Studies should plan to take Interdepartmental 120 (3),
Introduction to Women's Studies and Feminist Theory, in the spring. This course
now meets the requirement for credits (but not for one of the two areas) under
GE 4. A list of spring-term courses from other departments that qualify for
Women's Studies credits appear on the program Web site:
http://womensstudies.wlu.edu/ .